A Structural Model of Academic Buoyancy, Aptitude, and School Environment on the Mathematics Achievement of Pre-service Teachers

Abstract

The study determined the direction and magnitude of the relationships of academic buoyancy, aptitude and school environment towards mathematics achievement of the pre-service teachers through Structural Equation Modeling. Maximum Likelihood was used to estimate while Chi-square/degrees of freedom, Goodness of Fit Index, Normal Fit Index, Tucker-Lewis Index, Comparative Fit Index, and Root Mean Square Error of Approximation indices were used to evaluate the goodness of fit of the hypothesized models. The best fit model for the mathematics achievement of pre-service teachers is best anchored on aptitude supported by school environment. Academic buoyancy is necessary but insufficient for mathematics achievement.